Steven's Many Questions

Before I left, Steve had lots of questions about education in Tanzania. I had no answers, but promised I would see what I could learn. The questions were relevant and interesting, and generally involved higher education, focusing on teacher training. Once in Arusha, I noticed several schools that were colleges and universities of "teacher training." The students going in as we passed by in the bus in the morning were older, and had spiffy, dressed-for-success uniforms. There are also some business colleges, and the tallest building in town, perched on a hilltop, belongs to an accounting school. Of course there are universities in Tanzania, primarily in the large cities and towns, but several professionals that I met had gone to Kenya for higher education courses. The teachers at St. Jude’s are among the best of Tanzania teachers, and most have had education courses beyond their high school years. And the school offers professional growth opportunities as well as three mentor teachers from the West to offer support, guidance and inspiration.

But Steve had more questions to ask. "What will these students do when they finish school?" It turns out that this same question is on the minds of the adults at St. Jude’s. The secondary school opened this year with the Form 1 students (7th graders), both continuing St. Jude’s students and newly admitted students. These students wear a different uniform and have a separate, but contiguous, campus. There is much talk and excitement about how to teach them well so that they will be prepared to be the future of Tanzania. This is not idle talk, nor is it overly lofty. We can’t help but wonder if a future president is now swinging on the playground, borrowing a C.S. Lewis book from the library or drumming on stage during the weekly assembly. I asked several fifth grade boys what they wanted to do when they finished school. One was eager to be a pilot and fly large passenger planes. One wanted to be a businessman, with his own large business. Another wanted to be a soldier, which I found interesting since I rarely see soldiers on the streets. One boy just shrugged his shoulders, but the other boys said, "That one, he wants to be president!" "Do you think it is possible?" I asked. "Oh, yes. It is possible. He is very smart and capable," the boys answered, and the boy himself said he studies hard and he hopes in the future he can be a "leader." Isn’t it wonderful that these children, who just a few years ago would not have dreamed school was possible, are now working towards bright futures?

The first president of newly independent Tanzania, Julius Nyerere was a teacher himself, and studied in Europe. His policies concentrated on education and health programs. 10,900 primary schools opened under his leadership. Of course, this was costly, and he relied on economic aid from overseas. Tanzania has just recently moved out of the top twenty poorest nations on earth. Yet despite the poverty, the nation is a "bastion of stability" and that gives great cause for hope.

In a shop I noticed a poster/calendar that had as a title "Presidents of Africa" and I asked about the poster. I was hoping there was one for sale, but that was not the case. But, the half-hour conversation that followed was very interesting. The shop owner pointed to the last photo. It was of a smiling man, facing the camera, who held up a fist. "That fool only wants power. Such a fool," said the shop owner. You can probably guess who it was. The countries were arranged alphabetically. Yes, it was Mugabe of Zimbabwe. The owner continued by explaining that in Tanzania there was no tribalism. "Tribalism," he said, "is the cause of many problems in African governments. But not in Tanzania." His opinion was that Nyerere did not favor his own tribe during his rule, and many others had told me that, as a policy of his socialist government, he had redistributed land, mixing up Christian and Muslim and believers in local religions.

So, in this stable country, there is much hope that indeed poverty can be ended through education, which is the motto of St. Jude’s. But compare the educational opportunities of St. Jude’s students with others in the country. Only 50% of students finish primary school. There are not enough schools, nor trained teachers, to accommodate all the children. And most of the primary education is in Kiswahili. Even in some "English medium" schools, where English is the stated language of education, English is not used enough to allow the students to pass the entrance exam into secondary school, which is given in English. And even if a student qualifies, there are not enough schools and teachers, once again, to accommodate all the students. Only 3% of students complete secondary school.

Beginning in 2002 with three students and one teacher, and a $10 donation, St. Jude’s has grown to a school where over 1,000 students are receiving an excellent education. These are Tanzania’s brightest children. Only 1% of students who apply and take the entrance exams are admitted. They are screened to be sure that they are truly impoverished, and not just pretending in order to attend the school. Many times in the town of Arusha, when I said I was at St. Jude’s, people would ask how they could get their children into the school. There were rumors that all secondary students could attend, not just the poorest of the poor, but those were just rumors.
All Tanzanian students take exams after Standard 4 and again after Standard 7. St. Jude’s students have consistently done very well.

I have always been proud to be associated with Country Day, as a teacher and as a parent of two graduates. And I am just as proud to be associated with The School of St. Jude.

I know that I think alot about Steve's questions. The answers to them are incomplete. That I know. Also, I know that I will keep looking for answers.